Abstract
What role can institutions play to support transformational change for actors in dire situations, given the complex web of entanglements? The inquiry leads to a dilemma: Institutions which endeavor to engage in meaningful change will inevitably encounter barriers embedded in their systems that perpetuate the status quo and reinforce existing narratives. I posit that the dialogic mindset is well suited to address this dilemma and propose that a noncoercive learning stance creates conditions for change. A dialogic mindset is facilitated through two pathways: learning through conversations and making ourselves available for change. I conclude with a key implication for institutions: Co-designing transformational change in such a way that their very function and roles are reframed to acknowledge their part in both the problem and the solution, toward a shared purpose.
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Beaudet, F. (2022). Dialogic and Noncoercive Learning for Transformational Change: A Systems Approach. In: Nicolaides, A., Eschenbacher, S., Buergelt, P.T., Gilpin-Jackson, Y., Welch, M., Misawa, M. (eds) The Palgrave Handbook of Learning for Transformation. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-84694-7_34
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